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Drug discovery is a multifaceted process involving extensive screening, testing, and optimization of lead compounds to identify potential new drugs for therapeutic use. It combines several approaches, including screening large numbers of natural products, chemical modification of known active molecules, identification of new drug targets, and rational design based on biological mechanisms and drug-receptor structure. These approaches are carried out in both academic research laboratories and...
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Related Experiment Video

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Synthesis and Assay of Vibrio Quorum Sensing Inhibitors
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Published on: May 31, 2024

A process-oriented guided inquiry approach to teaching medicinal chemistry.

Stacy D Brown1

  • 1Department of Pharmaceutical Sciences, Gatton College of Pharmacy, East Tennessee State University, Box 70594, Johnson City, TN 37601, USA. browsd03@etsu.edu

American Journal of Pharmaceutical Education
|November 20, 2010
PubMed
Summary

Integrating process-oriented guided-inquiry learning (POGIL) team-based activities into medicinal chemistry courses significantly improved student examination scores and shifted grade distributions. This active learning approach enhanced engagement and instructor feedback.

Keywords:
active learningguided inquirymedicinal chemistryprocess-oriented guided-inquiry learning (POGIL)team-based learning

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Area of Science:

  • Pharmacology and Medicinal Chemistry Education
  • Active Learning Strategies in Pharmacy Education

Background:

  • Traditional teacher-centered lectures are common in medicinal chemistry courses.
  • There is a need for more engaging and effective pedagogical approaches in pharmacy education.

Purpose of the Study:

  • To implement and evaluate Process-Oriented Guided-Inquiry Learning (POGIL) team-based activities in a medicinal chemistry course.
  • To assess the impact of POGIL on student learning outcomes and classroom environment for Doctor of Pharmacy (PharmD) students.

Main Methods:

  • A comparative study design was used, comparing a traditional lecture-based section (Fall 2007) with sections incorporating POGIL team-based learning (Fall 2008, Fall 2009).
  • Approximately 40% of class time in POGIL sections was dedicated to guided-inquiry exercises within structured teams, supplementing lectures.

Main Results:

  • Students in POGIL sections achieved mean examination scores nearly 3 percentage points higher than the traditional section (P < 0.05).
  • The grade distribution shifted from a B-C centered range in the traditional class to an A-B centered range in the POGIL sections.

Conclusions:

  • POGIL team-based learning effectively improved academic outcomes in medicinal chemistry.
  • The integration of POGIL fostered active student engagement, provided timely feedback to instructors, and created a positive learning environment.